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EAU at a glance
>> Over 30 affiliated
campuses situated in Africa and Asia
>> Online graduate school open to students worldwide
>> Online graduate school open to students worldwide
A distinctive approach
>> Flexible but
academically rigorous routes to a degree
>> Intended for mature, self-directed working adults
>> Internationally accredited
>> Intended for mature, self-directed working adults
>> Internationally accredited
Faculty
Adjunct faculty wanted
Most adjunct faculty at EAU teach or have taught at mainstream universities and colleges and many are eminent in their fields of expertise. When they are not teaching or examining, they include authors, researchers, businesspeople and professionals in their respective fields. This emphasis on external experience is extremely important to EAU. It means that our adjunct faculty generally have a strong real-world focus and are up-to-date with the latest theories and methods.
The University is interested to hear from individuals, preferably holding a graduate degree and with some previous teaching experience, who would be interested to join the faculty as adjunct professors, serving as mentors and examiners for our taught and dissertation-based programs. Applicants should be sympathetic to the values of EAU, and should hold a combination of credentials and experience that would be appropriate for the work concerned (see section below). Please contact us to discuss the possibilities for collaboration. If work is not immediately available, mentors will be pooled and contacted in the event that their services are required.
Thinking outside the box on issues of faculty
In its selection of those who work with the University, EAU is not constrained by the rigid requirements of external bodies. This enables it to implement some of the recommendations of the recent report by the American Council of Trustees and Alumni, as follows,
"Accreditors’
recipe for educational inputs often includes the idea that colleges
should employ individuals who hold “appropriate degrees.” The Southern
Association, for example, states that “when determining acceptable
qualifications of its faculty, an institution gives primary
consideration to the highest earned degree in the discipline.” The
assumption is that a Ph.D. trumps all other qualifications. The
difficulty with such a one-size-fits-all standard is that it rules out
the employment of individuals who may be very knowledgeable in a field
and perfectly capable of teaching, but who don’t possess the preferred
credential.
People can and do gain knowledge outside of graduate schools. Some best-selling historians would be wonderful history instructors but do not have advanced degrees. Many writers are good at teaching literature, regardless of their academic credentials. There are exemplary economists who never earned a Ph.D. in economics. Following accreditors’ imperatives, schools are encouraged to rank the possession of certain credentials above other aspects of individual ability and achievement. Restricting hiring to individuals with these credentials may not lead to better teaching, but is virtually guaranteed to drive up costs."
[Source: "Why College Accreditation Doesn't Work and What Policymakers Can Do About It", ACTA report, available here.]People can and do gain knowledge outside of graduate schools. Some best-selling historians would be wonderful history instructors but do not have advanced degrees. Many writers are good at teaching literature, regardless of their academic credentials. There are exemplary economists who never earned a Ph.D. in economics. Following accreditors’ imperatives, schools are encouraged to rank the possession of certain credentials above other aspects of individual ability and achievement. Restricting hiring to individuals with these credentials may not lead to better teaching, but is virtually guaranteed to drive up costs."
